Explore · I4I

Urban Alliance High School Internship Program

2017

Urban Alliance High School Internship Program provides high school seniors at risk of disconnecting from work and school with training, mentoring, and work experience to help them successfully transition to higher education or employment after graduation. The program targets seniors in high school at risk of not transitioning to further education or meaningful work, aiming to serve middle-of-the-road high school students who maintain a GPA of 2.0 to 3.0, but not limited to that group. Program components include: (1) a paid internship in an office setting from 2:00 to 5:00 p.m. after school Monday through Thursday starting in late fall, with full days during summer following graduation; (2) soft and hard skills job training through three to six weeks of pre-work training (one to one and a half hours daily after school) and workshops most Fridays after school throughout the year; (3) coaching and mentoring provided by Urban Alliance program coordinators (with caseloads of approximately 30-35 interns) and job mentors at internship sites; and (4) alumni services consisting of individual coaching, alumni events, and paid internship opportunities during summer breaks from college. Interns earn starting hourly wages close to city minimum wage ($8.25 in DC, $7.25 in Baltimore), which can rise to $10.00 per hour based on performance. Program coordinators require training to deliver the intervention.

12th Grade

In-District After-School Tutoring Program

2011

In-District After-School Tutoring Program is an after-school academic intervention for eighth grade students who scored in the near-passing range (180-199) on seventh grade standardized tests in language arts or mathematics. The program provides small-group tutoring (4:1 student-teacher ratio) delivered by district teachers who are familiar with students and curriculum. Students attend tutoring sessions two afternoons per week for 90 minutes each day, from October through March, for a total of 48 hours. Tutors use test preparation materials (Preparing for the New Jersey GEPA booklets) and Standard Solutions test-taking strategies. District teachers serving as tutors attend four meetings during the program and provide weekly progress reports to classroom teachers. Students receive rewards including pizza parties and bowling parties for perfect attendance.

8th Grade

College and Career Readiness Expansion (CCRE) Project

2021

The College and Career Readiness Expansion (CCRE) Project was implemented by Columbus State Community College in partnership with Jobs for the Future and the Educational Service Center of Central Ohio across 16 comprehensive high schools in seven school districts in the Central Ohio area. The project served students in grades 9-12, targeting economically disadvantaged students and those underrepresented in postsecondary education. CCRE implemented the early college high school model within comprehensive high schools, providing students with opportunities to earn college credits through College Credit Plus (CCP) dual enrollment courses and Advanced Placement (AP) courses. The intervention included four Early College Design Principles: 1) Career and College-Ready Academic Program with aligned course pathways and work-based learning, 2) College Headstart with exposure to college culture and readiness skills instruction, 3) Wraparound Student Supports including academic assistance and college application support, and 4) School-Level Organizational Practices including data-based decision-making and teacher collaboration. Implementation supports included professional development and coaching for district and school staff, curriculum development and alignment, student support activities (academic advising, early alert system, tutoring), and creation of integrated 9-14 pathways. The project was implemented over four years (2016-2020) with the goal of having 90% of students graduate with at least three hours of college credit or a career credential.

9th Grade 10th Grade 11th Grade 12th Grade

National Math and Science Initiative's College Readiness Program

2018

The National Math and Science Initiative's (NMSI's) College Readiness Program (CRP) is designed to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college, with a focus on students who are traditionally underrepresented in Advanced Placement (AP) courses in math, science, and English. The program provides teacher training through a four-day summer institute, two-day fall workshop, and one-day spring training, along with access to expert mentors and online curricular resources. For students, the program offers three 6-hour Saturday study sessions per AP course taught by master AP teachers, exam fee subsidies, and access to classroom materials. Schools receive program management support including annual reviews, goal-setting meetings, and guidance from Program Managers. Financial incentives are provided to teachers (stipends and performance awards of $100 per student scoring 3 or higher), administrators (stipends and bonuses), and students ($100 awards for exam scores of 3 or higher). The program is implemented over a three-year period and requires teachers to attend all training sessions and students to attend three study sessions per course.

11th Grade 12th Grade

Pathways to Success

2021

Pathways to Success is a digital platform intervention designed to improve academic outcomes for middle and high school students (grades 7-10) by targeting identity-based motivation. The program consists of 12 15-minute digital sessions delivered twice weekly over 6-8 weeks during the fall semester, primarily in science classes (with some in language arts). Students engage individually with the platform during regular class time. The intervention focuses on three core elements: developing school-focused possible identities with strategies to attain them, experiencing one's adult future as close and connected to the present, and productive interpretations of experienced difficulty. The goal is to improve non-cognitive factors (connection to future, strategies for action, interpretation of difficulty) which are expected to lead to improvements in school engagement and academic outcomes.

7th Grade 8th Grade 9th Grade 10th Grade

TNTP Teaching Fellows Program

2017

The TNTP Teaching Fellows program is an alternative route to teacher certification designed to provide urban partner districts with qualified new teachers to fill vacancies and improve student achievement. The program recruits professionals and recent college graduates, who participate in a 6- to 8-week preservice training program during the summer, followed by inservice training throughout their first year of teaching. Fellows are placed in high-need schools serving large proportions of high-needs students. The program includes rigorous selection processes, performance-based assessments, and coaching support. Fellows who meet TNTP's performance expectations through the Assessment of Classroom Effectiveness are recommended for certification.

Prekindergarten Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade

Chemistry That Applies

2012

Chemistry That Applies is a six- to ten-week instructional unit designed for students in grades 8-10 to understand the law of conservation of matter. The unit consists of 24 lessons organized in four clusters (though in the study, only the first 18 lessons were covered). Working in groups, students explore four chemical reactions: burning, rusting, the decomposition of water, and the reaction of baking soda and vinegar. Students conduct hands-on laboratory experiments, obtain and record data in individual notebooks, analyze the data, and use evidence-based arguments to explain their findings. The unit engages students in a structured sequence of hands-on laboratory investigations interwoven with other forms of instruction. Teachers implementing the intervention participated in two days of professional development and were given a box of lab materials, instructions for implementation, and follow-up meetings during the school year.

8th Grade

LASER Model

2017

The LASER (Leadership and Assistance for Science Education Reform) Model is a systemic approach to science education reform that targets elementary and middle schools. The model involves implementing inquiry-based science curriculum with hands-on activities, professional development for teachers, instructional materials and equipment, and ongoing support from regional science education centers. Schools receive comprehensive science kits, teacher training on inquiry-based instruction, and assistance in establishing sustainable science programs. The intervention is delivered at the school level with all students in participating schools receiving the treatment through their regular classroom teachers over multiple years.

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

Leadership and Assistance for Science Education Reform (LASER) Model

2016

The LASER Model is a systemic and sustainable approach for achieving high standards in science education implemented across three regions: rural North Carolina, northern New Mexico, and Houston Independent School District. The intervention was delivered at the school level to all students in participating schools over three years. Schools were randomly assigned to Phase 1 (immediate implementation beginning fall 2011) or Phase 2 (delayed implementation). The model focuses on science education reform through a comprehensive approach involving curriculum implementation, professional development, and systemic support. Students were assessed using the Partnership for Standards-based Science Assessment (PASS), which includes multiple choice, open-ended, and hands-on performance task components. The intervention targeted elementary schools (grades 3-5) and middle schools (grades 6-8) separately, with each cohort followed longitudinally.

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

Good Behaviour Game

2018

The Good Behaviour Game (GBG) is a universal behaviour management intervention delivered to all children in a given class by their teacher. The intervention divides classes into mixed teams (3-7 members each) who attempt to win the game by following four classroom rules: (1) We will work quietly, (2) We will be polite to others, (3) We will get out of seats with permission, and (4) We will follow directions. During game sessions (initially 10 minutes, progressing to whole lessons), teachers record rule infractions, with teams receiving four or fewer infractions accessing agreed rewards. Over time, the intervention progresses from tangible rewards (stickers) to more abstract rewards (free time), increases in frequency (from three times weekly to daily) and duration, and delays gratification (from end of game to end of week). Teachers receive two days of initial training in September, one day of follow-up training in January, and ongoing monthly coaching support from trained GBG coaches. The intervention aims to improve classroom behaviour and generalise appropriate behaviours beyond game sessions through systematic positive reinforcement and social learning.

3rd Grade